BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG ------------------------------- ISO 9001:2015 KHÓA LUẬN TỐT NGHIỆP NGÀNH: NGÔN NGỮ ANH Sinh viên : Trịnh Thị Đào Nguyên Giảng viên hướng dẫn: Th.S Nguyễn Thị Quỳnh Hoa HẢI PHÒNG - 2020 Luan van BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG ----------------------------------- ACTIVE LEARNING-THE IMPACT OF ACTIVE LEARNING ON STUDENT PERFORMANCE AND STUDENT'S ATTITUDES TOWARD ACTIVE LEARNING IN ENGLISH CLASS KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY NGÀNH: NGÔN NGỮ ANH Sinh viên : Trịnh Thị Đào Nguyên Giảng viên hướng dẫn: Th.s Nguyễn Thị Quỳnh Hoa HẢI PHÒNG - 2020 Luan van BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG -------------------------------------- NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP Sinh viên: Trịnh Thị Đào Nguyên. Mã SV: 1312401114 Lớp: NA1802. Ngành: Ngôn Ngữ Anh Tên đề tài: Active learning-The impact of Active learning on student performance and student's attitudes toward Active learning in English class Luan van NHIỆM VỤ ĐỀ TÀI 1. Nội dung và các yêu cầu cần giải quyết trong nhiệm vụ đề tài tốt nghiệp ( về lý luận, thực tiễn, các số liệu cần tính toán và các bản vẽ).
Các số liệu cần thiết để thiết kế, tính toán. Địa điểm thực tập tốt nghiệp. Luan van CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP Người hướng dẫn thứ nhất: Họ và tên: Nguyễn Thị Quỳnh Hoa Học hàm, học vị: Thạc sĩ Cơ quan công tác: Trường Đại học Dân Lập Hải Phòng Nội dung hướng dẫn: Active learning-The impact of Active learning on student performance and student's attitudes toward Active learning in English class Người hướng dẫn thứ hai: Họ và tên:. Học hàm, học vị:.
Nội dung hướng dẫn:. Đề tài tốt nghiệp được giao ngày … tháng …. Yêu cầu phải hoàn thành xong trước ngày …. năm …… Đã nhận nhiệm vụ ĐTTN Đã giao nhiệm vụ ĐTTN Sinh viên Người hướng dẫn Trịnh Thị Đào Nguyên Th.S Nguyễn Thị Quỳnh Hoa Hải Phòng, ngày.
Hiệu trưởng GS.NGƯT Trần Hữu Nghị Luan van CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập – Tự do – Hạnh phúc PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN CHẤM PHẢN BIỆN Họ và tên giảng viên:. Họ và tên sinh viên:. Đề tài tốt nghiệp:. Phần nhận xét của giáo viên chấm phản biện.
Những mặt còn hạn chế. Ý kiến của giảng viên chấm phản biện Được bảo vệ Không được bảo vệ Điểm phản biện Hải Phòng, ngày. Giảng viên chấm phản biện Luan van TABLE OF CONTENTS ABSTRACT. iv LIST OF ABBREVIATIONS.
v LIST OF TABLES AND FIGURES. vi CHAPTER 1: OVERVIEW OF THE STUDY. Aims of the study. Scope of the study.
Structure of the study. 3 CHAPTER 2: THEORETICAL BACKGROUND. An overview of Active learning. Definition of Active learning.
Theory of Active Learning .3 Form of active learning .1 Learning by doing .2 Self-regulated learning .3 Game-based learning .4 Models of Active learning .5 Active learning methods .1 Think-pair-share .2 Team- based learning .4 The fish bowl. 17 2 Difference between Passive learning and Active learning .1 Advantages and disadvantages of Active learning .2 Advantages and disadvantages of Passive learning :. 18 CHAPTER 3: RESEARCH METHODS. 20 CHAPTER 4: FINDINGS AND DISSCUSION .The reality of Active learning and Traditional learning in AMES ENGLISH CENTER .1 The teaching staffs: .4 English teaching methods in AMES.
Background information about subject collected through the survey .4 The data analysis .1 The result from the student’s test .2 The result from the student’s attitude .1 Downsides of Traditional learning in English class .2 Problems Related to the Use of Active Learning in Kids class .1 Transitioning from Passive Learning to Active Training English Skills .2 Some ways to get learners actively involved in the classroom. 44 ii Luan van ABSTRACT The aim of the research presented in this paper is to give a detailed overview of what active learning is. The presented information about forms, models and methods of active learning are supposed to raise the reader’s interest and awareness for the importance of students’ active participation in their learning process. Various methods, ideas and researches are discussed in order to acquire information about the meaning of active learning and its background.
In line with this purpose, the present study was carried out with 40 students in Starters class studying English at Ames English center in Hai Phong during 3 months academic term. An experimental model with pre-test and post-test and a control group was used. Activities based on active learning were used in the treatment group, while teacher-centred instructional methods were used in the control group. The data in the study were collected using the ‘attainment test’ and ‘attitude scale’ for English lesson.
Furthermore, the attainment test was also used as the ‘retention test’ three weeks after it was administered as the post-test. The purpose of the study is to investigate the impacts of active learning and teacher-centred instruction on learners’ academic attainment, attitudes and retention of what is learned. The findings of the study indicated that active learning methods boosted learners’ attainment in English lesson and the retention of what is learned. However, the learners’ attitude towards the lesson did not differ with respect to active learning and traditional methods The result of that study was to evaluate if students achieve better learning outcomes when they are actively involved in the learning process.
The results of the thesis emphasize the importance of active learning as it helps the students to process new information better and connect them to already existing knowledge and experiences. The results indicate the necessity to make a change in teaching methods. The focus should be on the students’ active participation and therefore teaching methods such as active learning should be applied more often. iii Luan van ACKNOWLEDGEMENTS In the process of doing the graduation paper, I have received a lot of assistance, guidance, encouragement and idea contribution from my teachers, family and friends.
First of all, I would like to express my deepest thanks to thesis adviso Ms Nguyen Thi Quynh Hoa, MA who has lecture and instructions which help me a lot in completing this study with her enthusiastic guidance, very helpful ideas and instructions for the preparation and her correction through the process of writing my graduation paper. She also inspired me to pursue my dream of becoming a teacher by showing great support and motivation during my studies in university. Without that inspiration, I might not have chosen to become a teacher. Also, I am very grateful to all the teachers at the Department of Foreign Languages of Hai Phong Private University for their interesting and useful lectures during the 4 years, which have built in me a firm foundation with immense ideas for my fulfillment of this paper.
Next, I am also grateful to my friends from NA1802 at Hai Phong Private University, who provided continuous support and encouragement throughout the last four years of my studies and especially through the process of conducting my research, but whom I cannot all mention here due to the inconvenience of space. Last but not least, I would like to give my heartfelt thanks to my family, to whom I have never enough words to express my great gratitude for their encouragement and inspiration. iv Luan van LIST OF ABBREVIATIONS No. Abbreviation English full name Vietnamese Meaning 1 Eg For example Ví dụ 2 P Page Trang 3 Et AL et alia Cùng cộng sự v Luan van LIST OF TABLES AND FIGURES No Name Content Page 1 Picture 1 The 6 Levels of Bloom’s Taxonomy (1956) 5 2 Picture 2 Dewey’s model of learning (Miettinen, 2000) 11 3 Picture 3 Picture 2.
Smart and Csapo’s model of 12 learning 4 Picture 4 The learning Pyramid 13 5 Picture 5 The Active learning and Passive learning 17 Pyramid 6 Table 1 Standards between Active learning and 32,33 Passive learning 7 Figure 1 Figs. 1 The results of placememt test 34 8 Figure 2 Figs. 2 A comparison of results between 35 students taught with a traditional class (passive) and students taught actively 9 Figure 3 Figs. 3 A comparison of student’s attittude 36 between students taught with a traditional class (passive) and students taught actively vi Luan van CHAPTER 1: OVERVIEW OF THE STUDY 1.
Rationale For as long as we have had schools and universities, there has been a debate raging about the most effective ways of learning. The most common controversy rages by parents is over which of the many different ways of transferring knowledge from teacher to student helps the student learn the quickest, and retain knowledge for the longest time. Traditional teaching method is often known as “chalk and talk”, is the predominant teaching method, especially in large lectures with many hundreds of students. It involves teachers standing at the front of the class, writing on a board and explaining concepts to their students.
There is little opportunity for students to ask questions or do any experimental work or to draw their own conclusions about what they are being taught. There is however lots of criticism of this sort of learning. It is clear to see how it would have limited success in learning practical skills. Societies in today's world, which is getting smaller and smaller with the impact of rapidly developing technology, are in need of individuals who are not only merely taught to memorize and regurgitate facts but also are able to develop a true understanding of the subject matter at hand.
The greatest responsibility, therefore, lies with the educational system with schools. Educational systems throughout the world are continuously revised and renovated. The demands of contemporary education are no longer possible to meet in a system that emphasizes teaching and neglects the learning that goes on in the classroom. The shift must be made towards active learning (Stoll & Fink, 2000; Peko et al.
This will be possible when individuals transform themselves from being passive recipients into active participators. Unlike the traditional education, active learning, in the simplest terms, is the process in which learners “learn to fish,” and it enables learners to have opportunities such as questioning, researching, planning, discovering and interpreting, which are indications of active participation. Active learning allows students to engage in activity that will enhance their learning by exploration. The contents focus on what students need to learn, not what teachers want to teach.
Aims of the study Within the framework of a minor thesis, the study is aimed at: - Introduce what active learning is. - Present information about forms, models and methods of active learning - The impacts of active learning on student’ academic attainment, attitudes and retention of what is learned. - Give some suggestions with the hope to assure the training quality for students in order to meet the outcome criteria and help students who know their own learning style become better learners. Research questions - What is active learning ? - What are advantages and dis advantages of active learning ? 2.
Scope of the study With the limitation of time ,resources, space and knowledge of mine, as well as some other conditions , this study was carried out to find out the reality of teaching English at Active Learning for Kids and Teens class and the effectiveness of Active learning teaching method as well as offering some techniques to promote active learning in classroom. Thus, the result of study is limited only to those students participating in this study and these findings may impact the generalization to the larger population of all students and they can also be the references for anyone who wants to teach or learn English actively. Research methodology Getting a scientific method of study is very important.